Challenges of identifying second language English speakers in MOOCs
| Published | May 2017 |
| Conference | 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus |
| Series | Lecture Notes in Computer Science Edition 1, Volume 10254, Pages 188-196 |
| Publisher | Springer International Publishing |
| Editors | White, Su · Kloos, Carlos Delgado · Jermann, Patrick · Pérez-Sanagustín, Mar · Seaton, Daniel T. · White, Su |
| Country | Spain, Europe |
ABSTRACT
In this study, we aim to analyse English as a Second Language (ESL) and English as a First Language (EFL) MOOC participants' engagements in a MOOC. We aim to find out key points which directly effect learners' dropout and performance in MOOCs. We worked on a FutureLearn data which is provided by the University of Southampton. The course is Understanding Language: Learning and Teaching MOOC that was run between 2016-04-04 and 2016-05-02 is chosen for the analysis. According to the results, it is very challenging to identify who is a second language English speaker by using their location information. One of the important findings is that first language English speakers wrote longer comments. In order to identify strategies for ESL MOOC participants, which is one of the ultimate goal of our research, there is a need for much deeper analyses.| Keywords | dropout · learner behaviour · MOOC · online learning · predictive models · second language English speakers |
| Published at | Madrid |
| ISBN | 978-3-319-59044-8 |
| Refereed | Yes |
| Rights | © Springer International Publishing AG 2017 |
| DOI | 10.1007/978-3-319-59044-8_22 |
| URL | https://link.springer.com/chapter/10.1007/978-3-319-59044-8_22 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 20 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Types of dropout in adaptive open online courses
Skryabin, Maxim; Kloos, Carlos Delgado; Jermann, Patrick; Pérez-Sanagustín, Mar; et al.
This study is devoted to different types of students' behavior before they drop an adaptive course. The Adaptive Python course at the Stepik educational platform was selected as the case for this study. Student behavior ...
Match: dropout; MOOC; Spain; Europe
Evaluation of the UNED MOOCs implementation: Demographics, learners' opinions and completion rates
Gil-Jaurena, Inés; Callejo-Gallego, Javier; Agudo, Yolanda
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as ...
Match: MOOC; Spain; Europe
Refining success and dropout in massive open online courses based on the intention–behavior gap
Henderikx, Maartje A.; Kreijns, Karel; Kalz, Marco
In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their ...
Match: dropout; MOOC; online learning
Integrating MOOCs in regular higher education: Challenges and opportunities from a Scandinavian perspective
Dalipi, Fisnik; Ferati, Mexhid; Kurti, Arianit; Zaphiris, Panayiotis; Ioannou, Andri
MOOCs are increasingly being considered by universities as an integral part of their curriculum. Nevertheless, there are several challenges that to some extent slow this process, where the most important one is the ...
Match: challenges; online learning; Europe
Characterizing video use in the catalogue of MITx MOOCs
Seaton, Daniel T.; Nesterko, Sergiy; Mullaney, Tommy; Reich, Justin; et al.
Lecture videos intended to substitute or parallel the on-campus experience are a central component of nearly all current Massive Open Online Courses (MOOCs). Recent analysis of resources used in the inaugural course ...
Match: MOOC; online learning; Spain
Massive, open, online, and national? A study of how national governments and institutions shape the development of MOOCs
Tømte, Cathrine; Fevolden, Arne Martin; Aanstad, Siri
We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the ...
Match: MOOC; online learning; Europe
Towards a conceptual framework to scaffold self-regulation in a MOOC
Sambe, Gorgoumack; Bouchet, François; Labat, Jean-Marc; M. F. Kebe, Cheikh; et al.
MOOCs are part of the ecosystem of self-learning for which self-regulation is one of the pillars. Weakness of self-regulation skills is one of the key factors that contribute to dropout in a MOOC. We present a ...
Match: dropout; MOOC; Europe
Lessons learnt from a professional development MOOC: Engaging culturally and linguistically diverse learners from low- and middle-income countries
Launois, Pascal; Allotey, Pascale; Reidpath, Daniel; Maher, Dermot; et al.
This article reports on the lessons learnt from the pilot of a professional development massive open online course (MOOC) for a culturally and linguistically diverse student cohort located across low- and middle-income ...
Match: MOOC; online learning; Europe
Assessing the effect of Massive Open Online Courses as remedial courses in higher education
Agasisti, Tommaso; Azzone, Giovanni; Soncin, Mara
The current study assesses the effect of using Massive Open Online Courses (MOOCs) with the specific goal of providing remedial education. The data refer to an Italian flagship university, Politecnico di Milano, where a ...
Match: MOOC; online learning; Europe
How do virtual teams collaborate in online learning tasks in a MOOC?
Verstegen, Daniëlle; Dailey-Hebert, Amber; Fonteijn, Herco; Clarebout, Geraldine; Spruijt, Annemarie
Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, ...
Match: MOOC; online learning; Europe
